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Reimagining Gifted Identification in New

Mexico: A Call for Equity through Universal

Screening and Local Norms

By Jeri Lyn Mourning Manzanares

The author of this position argues for a more equitable and inclusive approach to identifying
gifted students in New Mexico. The current system, rooted in IQ tests and teacher referrals,
has consistently failed to serve students from culturally, linguistically, and economically diverse
backgrounds. Drawing on research and case studies from New Mexico and beyond, the author
proposes a systemic redesign of gifted identification using universal screening and local norms.
These tools provide a more just and context-sensitive approach to identifying gifted potential
across all student populations. The author outlines the problem of inequity, defines key terms,
and presents a seven-step identification model grounded in evidence-based practice. She
concludes with an implementation plan and a call to action for educational leaders to redesign
systems with equity at the center.

ifted education in New Mexico continues to reflect deep inequities, with only
Gapproximately 51% of school districts implementing identification processes and
services that equitably serve all student populations (New Mexico Public Education
Department [NMPED], 2023). This patchwork of support and access is largely due
to the fact that gifted education is classified as an unfunded mandate in the state,
meaning districts are required to offer services without receiving dedicated state
funding. Additionally, gifted education is not protected under the federal Individuals
with Disabilities Education Act (IDEA), leaving it vulnerable to local interpretation,
inconsistent implementation, and resource disparities (National Association for
Gifted Children [NAGC], n.d.).
As a consequence, students from historically marginalized groups—including
Black, Latinx, Native American, low-income, English Language Learners (ELLs),
and female students—are disproportionately underrepresented in gifted programs
(Long et al., 2023; see Figure 1). These disparities are not due to a lack of potential
but rather to systemic barriers embedded in traditional identification models, which
often prioritize IQ tests and teacher referrals. These tools tend to favor students
whose cultural, linguistic, and socioeconomic backgrounds align with dominant
norms (Ford et al., 2016; Gollnick & Chinn, 2017).
Teacher bias, limited exposure to enrichment opportunities, and a narrow
definition of giftedness further exacerbate these disparities. Research has consistently
shown that when identification relies on subjective or biased gatekeeping, students
from underrepresented groups are less likely to be nominated or recognized for their
advanced abilities (Ford et al., 2016; Golle et al., 2023). This results in a tragic
opportunity gap—one in which talent is present but recognition and support are
absent. To move toward educational equity, New Mexico must acknowledge these
systemic flaws and commit to inclusive, research-based identification strategies that
reflect the state’s diverse population.
Typically, identification relies heavily on IQ scores and teacher referrals.
However, research shows this approach leads to an overrepresentation of certain

22 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators